Problem: Many of your lesson plans describe learning tasks, but do not describe how the tasks will be presented so that students know why they are doing the task, why they should care, and what they will be learning.
Solution: Look through your lessons. Whether you are describing your lesson with a short or a long lesson plan, you need to provide yourself with a reminder of how you will answers these questions. If you don't try to "hook" or engage your students, then you are subliminally saying "Do this for NO REASON except that I said so, and I am your boss."
This approach works sometimes, for a while, but it gets old and leads to students NOT LIKING YOUR CLASS. They may do what you ask, but in the cafeteria, they tell their friends that you are just assigning "busy work," because it seems to them like you are requiring them to complete tasks for no other reason than because they are school work.
You all have very good ideas for units. But good ideas are not enough. You have to sell them to students. To do this, put yourself in their place and ask yourself what might besome ways that they might find your activity interesting. In science, this can be done by leading with discrepant event or a question about their world that can be investigated.
Right now, if you haven't already, add a description of how you will introduce each lesson. Your introduction should include a HOOK and a description of the students' learning objective for the day.
Problem: Many of your lesson plans describe learning tasks, but do not describe how the tasks will be presented so that students know why they are doing the task, why they should care, and what they will be learning.
Solution: Look through your lessons. Whether you are describing your lesson with a short or a long lesson plan, you need to provide yourself with a reminder of how you will answers these questions. If you don't try to "hook" or engage your students, then you are subliminally saying "Do this for NO REASON except that I said so, and I am your boss."
This approach works sometimes, for a while, but it gets old and leads to students NOT LIKING YOUR CLASS. They may do what you ask, but in the cafeteria, they tell their friends that you are just assigning "busy work," because it seems to them like you are requiring them to complete tasks for no other reason than because they are school work.
You all have very good ideas for units. But good ideas are not enough. You have to sell them to students. To do this, put yourself in their place and ask yourself what might besome ways that they might find your activity interesting. In science, this can be done by leading with discrepant event or a question about their world that can be investigated.
Right now, if you haven't already, add a description of how you will introduce each lesson. Your introduction should include a HOOK and a description of the students' learning objective for the day.